Identifying Differences in Early Literacy Skills across Subgroups of Language-Minority Children: A Latent Profile Analysis

Autor/inn/en	Lonigan, Christopher J.; Goodrich, J. Marc; Farver, JoAnn M.
Titel	Identifying Differences in Early Literacy Skills across Subgroups of Language-Minority Children: A Latent Profile Analysis
Quelle	In: Developmental Psychology, 54 (2018) 4, S.631-647 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000477
Schlagwörter	Preschool Children; Emergent Literacy; Language Minorities; At Risk Students; English Language Learners; Spanish; Language Proficiency; Language Tests; Statistical Analysis; Oral Language; Listening Comprehension Tests; Receptive Language; Phonological Awareness; Printed Materials; Nonverbal Ability; Cognitive Ability; Expressive Language; California (Los Angeles); Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Sprachminderheit; Spanisch; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Statistische Analyse; Oral interpretation; Mündlicher Sprachgebrauch; Hörverstehensübung; Rezeptive Kommunikationsfähigkeit; Denkfähigkeit
Abstract	Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01